Kayla Reed

Burling Library
Grinnell, IA 50112
United States

Curriculum Vitae

Kayla Reed

Assistant Professor

Discovery, Systems, & Digital Strategy Librarian

Offices, Departments, or Centers: Libraries , Libraries ,

Kayla Reed’s research and teaching focuses on diversity and LGBTQ+ issues, with a focus on Asexuality, intersection, and cooperation of library departments, as well as emotional labor in the workforce. 

She attended Missouri Southern State University where she got her BA in Theatre, English Literature and English Creative Writing in 2012. While attaining her degrees, Kayla worked at the library as a student worker and decided to pursue library science. While developing as a Cataloger, Kayla obtained her MLIS from Kent State University in 2017. In 2017, Kayla became the Access Services Librarian at Missouri Southern State University, then in 2020 took on the Systems Librarian position. In 2020 she earned her Masters in Science of Management from Missouri Southern State University. Kayla came to Grinnell in 2021.

While working at Missouri Southern State University, she worked extensively with Open Access resources and obtained her Creative Commons Certificate, as well as a Certificate in OER Librarianship from the Open Education Network.

Consulting Areas

Education, Film Studies, Music, Physical Education (FA23 only), and Theatre, Dance, and Performance Studies

Education and Degrees

M.L.I.S., Kent State University B.A., Theatre and English, Missouri Southern State University

Selected Publications

Reed, K. (May 2023) Addressing the history of Discrimination and Bias in past and current library systems. In Perspectives on Justice, Equity, Diversity, and Inclusion in Libraries (TBD). IGI Global.

Reed, K. (September 2022) Erasing Invisibility: Asexual in the Media. In N. Rajput, & A. Katyal, (Eds.), LGBTQ+ Global  Concerns in a Contemporary World: Politics, Prejudice, and Community (pp. 30-57). IGI Global.

Reed, K. (2021). From Cataloguing and Back Again: A Librarian’s Tale. Journal of Library Administration, 61(4), 500-506.

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